Análisis crítico sobre los contenidos infantiles del programa Educa Tv, transmitido por Ecuador Tv.
The purpose of this analysis is to demonstrate under the educommunicational line, the type of content and the structure that the television program handles, because Educa TV is designed to instill values in children, in addition to transmitting them a different way of teaching, that is why we seek t...
| Autor Principal: | Chacón Robayo, Estefanía Karina |
|---|---|
| Otros Autores: | Hernández Navas, Edison Javier |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2018
|
| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/15940 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The purpose of this analysis is to demonstrate under the educommunicational line, the type of content and the structure that the television program handles, because Educa TV is designed to instill values in children, in addition to transmitting them a different way of teaching, that is why we seek to analyze all the elements that make up the program, from the speech that is used to the minimum detail that is implemented for the realization of this child segment.
In the transfuse of the investigation realized, evidenced that the childish program studied, fulfills with the parameters that have developed for the obtaining of the different variables, which have served to determine that said program produced chapters that govern to the implementation of oral and corporal language, and the staged of Lua (conductive girl), defining to the program like a new form to learn and comprise diverse thematic that they can result complex for the children in the political and social field. In the segment analyzed by comparative tables, it is determined that programming fulfills the educational function in children's spaces with the aim of educating, and at the same time, if it has communicational relevance to establish if what is being examined is framed under the educomunicational axis. |
|---|